In recent decades, approaches have evolved to define the subject matter knowledge essential for teaching, based on Shulman’s framework (1986) and additional insights provided by Ball et al. (2005). At the same time, scholarly researchers agree that teachers’ subject matter knowledge has a strong impact on the quality of instruction, something that plays a central role in the students’ subsequent ability to learn mathematical concepts and acquire mathematical skills (Adler & Ronda, 2015). In line with this, it is relevant to extend research and further investigate by addressing the question of teaching that is linked clearly to students’ solid and deep learning of mathematics, both by theoretical and empirical studies. This presentation introduces analytical findings from our research that examined a transformative teaching approach as an extension of teachers’ reflective practice with the starting point being different learning processes in the theoretical context of transformative pedagogy (TP) and transformative learning (TL) (Mezirow, 2003). The TP and TL theoretical framework proposed in this study prompts discussions on the structural aspects of task-oriented teaching, offering a conceptually grounded model for transformative instruction (TI).The focus in the TI- model is on various types of task-oriented learning, encompassing instrumental, dialogic, and self-reflective learning and conceptual overlap from prior knowledge to profound knowledge of mathematical concepts. The analytical result is also illustrated in the analytical application of the TI model by a practical example involving the conceptual overlap in students’ learning, from rational numbers to rational equations. The evaluation of these analytical findings will be improved by empirical implementation related to transformative teaching and the students learning specific-algebra concepts.